Completed Satisfactorily
Scenario #	Requirement Reference #(s)	Consensus Scenario Description	Yes	No	Comments
	3.1.1	Prospect contacts the enrollment office and provides only name, address, and phone number.  The prospect indicates they will call back at a later date.  Demonstrate how this prospect call would be entered and maintained.
	3.1.6, 3.1.7, 3.1.9, 3.1.15, 3.1.18	The prospect listed above calls back.  Prospect indicates he is interested in the engineering field, playing baseball, student government, Greek life and ROTC.  Demonstrate how this information would be updated on this prospect.  Based upon the information provided, demonstrate how the system would set up the appropriate communication plan.  In addition, demonstrate how the system records the information requested and sent to the prospect, including the dates sent or requested.
	3.1.6, .3.1.7, 3.1.9, 3.1.15, 3.1.18	Using the previous scenario, demonstrate how the Engineering College, the baseball coach, student government, Greek life, and the ROTC would have access to that prospect's  name and directory information without having to always go through enrollment services.
	3.1.8, 3.1.10, 3.1.11	In speaking with the H.S. Counselor, the recruiter discovers the above prospect is a National Merit Semi-Finalist.  In addition, the prospect will graduate with honors from their High School and the prospect speaks Spanish and has participated in Spanish Club.  Demonstrate how this information would be updated.
	3.1.12	In speaking with a graduate school Engineering recruit it is determined the prospect has done considerable authoring of publications related to their area of interest in Engineering.  Demonstrate how we would be able to track this information.
	3.1.13	Prospect phones the recruitment office.  The information on the prospect is not complete.  The family member portion of the prospect's information does not contain any data.  Demonstrate how the system would prompt the employee to gather the data and demonstrate how the employee would enter such information.
	3.1.25, 3.1.23	Using the previous scenarios, demonstrate how a prospect would request or provide the above information via the Web.			Demonstrate how this request will be routed to the appropriate department for a prospective graduate student.
	3.1.14	The University is planning family weekend for prospective students.  Based upon the prospect's areas of interest, demonstrate how the appropriate invitations would be sent to the family.  Demonstrate how the family information can be used to invite parents of the prospects.  The father is an alumni.
	3.1.16	In the scenario above, the family has not responded to the invitation.  Demonstrate how the follow-up phone call can be prompted.  In addition, demonstrate how after the phone call,  a follow-up letter can be generated.
	3.1.20, 3.1.21	The recruitment office is planning several high school visits.  They will visit Lisbon, Jamestown, Bismarck and Bowbells.  Demonstrate how the system would provide a list of prospects to the counselor, plan the visits, allow counselors to update (from the road) a prospects information, list prospects who were visited and produce follow-up information to the prospect  as requested, and update all the contacts on the prospects record.  In addition, demonstrate how the system would generate a list of currently enrolled students at our institution from each of the cities we will visit (Lisbon, Jamestown, Bismarck and Bowbells).
	3.1.24	The University has purchased the ACT Name Buy and wants the information loaded as prospective data.  Demonstrate the process of using this data.  Demonstrate how it will cross reference names from imported lists with those already in the file, including, changing them from inactive to active automatically.
	3.1.3, 3.1.26 3.1.17	Prospect is now ready to make a formal application for admission.  Based upon the information in the system, demonstrate the various ways this prospect can move to the applicant state.  In addition to applying for admission, the prospect is interested in Financial Aid information.  Demonstrate this process.
		A prospect from Lake Region State College is transferring to Minot State University.  Demonstrate the creation of the prospect at Minot State University.
	4.1.1, 4.1.9, 4.2.13	Demonstrate how a prospect who has made an inquiry now applies for admission.  In addition, demonstrate how ACT test scores will be loaded and associated with this prospect's record.  Show how a second set of ACT test scores are added a month later and how the system keeps track of each set of scores.			1. This should ensure that all necessary qualifying testscores (ACT, SAT, GRE, TOEFL) are recorded.
	4.2.9	The above applicant doesn't include the application fee; show how the correspondence is generated.  Later, the applicant pays the fee; show how it is recorded on the students record.  Also, if the payment is received at the Business Office, indicate how they would ensure this area is marked as completed on the applicant's file.
	4.1.3	Demonstrate how a college transfer student can apply for admission.  Assuming the student has attended three other schools, also demonstrate how the transcript would be recorded to ensure all transcript requirements are met.
	4.2.7, 4.2.8	A student is interested in applying to the Physical Therapy program as well as the Doctoral Program in Medicine.  Show how the student can apply to both of these programs.  Demonstrate how the admissions process can request different information based upon the programs admission criteria.
	4.2.3, 4.2.4, 4.2.5, 4.2.8	Set up a checklist for admission for students who are undergraduate and applying to the Physical Therapy major.  These students are required to have an ACT test, letter of reference, and a volunteer form.  In addition, these students must also have the general required documents such as an Immunization form.  Show also how this information is entered and tracked.			1. Demonstrate for all student classifications (underdraduate, graduate, non-English speaking graduate students, etc.) how records will indicate which scores are necessary for admission.  2. Include letters of recommendation and personal statements.
	4.2.3, 4.2.4, 4.2.5, 4.2.8	Set up a checklist for admission for students who are undergraduate and applying to the Physical Therapy major.  This time the students are transfer students from other higher education institutions.
	4.2.6	In the above scenario, assume the student hasn't completed the Immunization form.  Show how the correspondence requesting the form would be generated.  Also, demonstrate how the workflow is established within the system to make this happen.
	4.2.11	Demonstrate how an international student applying for admission would be able to enter or have entered the following:  VISA, TOEFL score, Health Insurance, and financial certification as part of the application process.			(see 4.2.3, 4.2.4, 4.2.5, 4.2.8 above)  1. Demonstrate how a department admissions committee could access this information.
	4.2.14, 4.2.12, 4.1.7	Demonstrate how a student would be able to view the admissions checklist and admission status information via the Web.  Also, if a student chose to cancel their application for admission, demonstrate how they would accomplish this task.			Demonstrate how a department would be notified if a student chose to cancel their application.
	1.3.7, 1.3.8, 1.3.9, 1.3.10, 1.6.2, 1.6.4, 1.6.5, 1.6.6, 1.6.8, 1.6.11 1.6.12	Demonstrate how to set up the following course in the system's master listing of offered courses (we call that our Master Catalog) and in the institution's list of offered courses for a particular time period (we call that our Term Schedule of Classes):  Biology 455 which consists of a 3 credit lecture, has a co-requisite of a 1 credit lab.  The course is a course that has pre-requisites of Biology 120, Biology 230, and Biology 300.  The course is graded on letter grading.  In addition, the course is limited to students with a Junior or senior status.  The lab needs to be held in a room that meets the lab needs.  Also, the lecture is taught by Dr. Schmemkelflenk and the lab by a GTA.  Dr.  Schmemkelflenk will only teach in one room in one building (name to be determined).  Based upon these criteria schedule the appropriate classrooms, making sure the rooms are available, for both the lab as well as the lecture.  Show us how the system would disallow assignment of the section to a room that was not large enough to hold the number of students (capacity) allowed to enroll in this section.			1. Show how a department would electronically forward to the registrar a course change/creation request. 2. Include review by appropriate academic Affairs Committees.  3. Demonstrate how appropriate electronic signatures will be attached and authenticated.  4. Demonstrate how the system will include courses/credits currently being taken when checking for prerequisistes.  5. Demonstrate how the system will take into account courses/credits registered for in the summer term when registering for fall.  6. Demonstrate how a prerequisiste can be overridden. 7. Demonstrate how the system will support enrollment by permission of instructor.  8. Demonstrate how the system will check for course requests that underutilize capacity (course of 30 students in a room that seats 120).
	1.3.7, 1.3.9,  1.3.10	Set up the following course:  Management 444 that is restricted to Business Majors and is the same as Math 400.  This course has no pre-requisites, but is restricted to students in the College of Business and majors of Accounting, Management and Marketing.  In addition, the Math 400 section is restricted by Sex to males only.  This course is letter graded and has an additional $50.00 math fee.  Demonstrate the way the system would prevent the student from re-enrolling in this course  (Math 400), a semester or two later.
	1.4.1, 1.4.2	Show the above two courses, as they would appear in the Master Catalog on-line and in printed format.
	1.4.3, 1.6.16	Show how this catalog would, with these changes, be moved to the Web versions.
	1.4.4, 1.4.5, 1.4.6, 1.4.13	Show, using the courses above, how the Term Schedule of Classes, with multiple sections for each course, can be created.  In the example, show how the Management 444 example is listed as a cross-listed course with the Math 400.  When showing the Term Schedule of Classes, demonstrate how to sort by Department, College, and Major/Subject area.			Demonstrate how a department can develop its course schedule and submit it to the Registrar.
	1.4.10, 1.6.3, 1.6.1, 1.6.6, 1.6.8, 1.6.11	When establishing the Term Schedule of Classes for the cross listed Management 444 and Math 400 have a combined total of 50 students.  This course meets in one room and needs Internet access for all 50 students, based upon this demonstrate how the room would be scheduled.
	1.4.7, 1.4.8	Demonstrate how a student, via Web, would search for Management 444.  Assume the student knows the Department Name but nothing else about the course he/she is searching for.
	1.4.12, 1.4.13, 1.4.14, 1.4.15, 1.4.16	Biology 455, for the next term, now becomes Biology 482.  This course has now become a 4 credit class with no lab or pre-requisites.  Demonstrate the link that would exist between the Biology 455 and Biology 482.  In addition, show how these changes are now reflected in the on-line listing.  In addition, the Management 444 class has now been deactivated.  Show how these would be reflected.
	1.5.1	Demonstrate how the system would allow a previous listing of classes being offered for a term (we called that Term Schedule of Classes) could be rolled over or used to create a new listing of classes being offered for a term (we still call that a Term Schedule of Classes).			Show how a department would request a new course be added to the Term Schedule of Classes.
	1.5.2, 1.5.3, 1.5.5, 1.5.6, 1.5.7, 1.5.8, 1.6.17	Demonstrate how the following term would be set up:  The new Biology 482 has two sections.  The 'normal' term runs from August 28 to December 10.  However, one section of Biology runs from August 4 to December 14, and the other section from September 25 to December 23.  Based upon these dates, determine the drop and withdrawal dates.  Section 1 of this course is taught face-to-face and section two is taught via the Internet.  Show how the method of instruction (face-to-face or via Internet) would be attached to the sections.
	1.6.18	In the above example, the face-to-face course is taught on campus and the Internet course is Distant.  Demonstrate how a section of a course would be tagged or marked to identify this information.
	1.6.9, 1.6.10, 1.6.11,1.6.13	Demonstrate how the alcohol symposium can be scheduled to meet every Wednesday from 4-6 and needs a room with an overhead projector and a capacity of 40 and is handicap accessible.  Based on these criteria, demonstrate how the system would automatically  find rooms meeting these needs.  Demonstrate how, if we don't like the choices, that feature can be overridden.			1. Demonstrate how a prioritization system for room reservations would be supported.  2. Demonstrate how an individual or group will be notified in the case of a schedule change.
	1.6.9, 1.6.10, 1.6.11, 1.6.13	Max Fultenrodd, Professor of Biology, has "always" taught his section of Biology 255 in Room 4 of Slopshopper Hall.  His office is Room 5 of Slopshopper Hall and Max is blind so it is easier for him to function if his classes can meet close to his office.  Demonstrate how instructor preference can be coded into the system for ease of room scheduling.			1. Demonstrate how departments can determine and request room characteristics (Capacity, Technology, Tables vs. fixed seating, etc.).
	1.6.14, 1.6.15	Demonstrate how a course can have room assignments at each of the offering campuses and how each of these courses at the schools can have different faculty assignments.
	1.6.20	Demonstrate how a course capacity limit can be overridden.
	1.6.21	Demonstrate how unscheduled rooms can be determined.			1. Demonstrate how departments can view room schedules for current and future terms.
	1.6.22	Demonstrate the ability to view an on-line inventory of classrooms and building inventory.
	2.2.5	Demonstrate double major and dual credit status.			Do the same for triple majors.
	2.2.8	Master catalog course is HIST 299: Special Topics.  Demonstrate ability to define the topic, attach it to the course title, and print it on the transcript.  Override printing of the topic on the transcript on demand.
		Demonstrate the repeated course process and its appearance on the printed transcript.  Demonstrate associated GPA adjustments.
	2.2.12	Demonstrate computation of Canadian grade percentage to our 4.00 grading scale upon entry into the system.
	2.3.8	Demonstrate a faculty member entering grades for half the class, those grades appearing on the transcript, student able to view grade via self service (based on campus rules), and faculty member entering remaining grades later.
	2.3.12	Demonstrate how an incomplete grade would be automatically converted to other appropriate grade based on defined rules and established workflow.			Demonstrate how a faculty member can change a grade in a course completed during a previous term.
	4.3.1, 4.3.5, 4.3.23, 4.3.25, 4.3.26, 4.3.27, 4.3.33, 4.3.34, 4.3.35, 4.3.56, 4.3.58, 4.3.74, 4.3.80, 4.3.87, 4.3.89	Demonstrate how a student would register, via Web, for the Management course listed in a previous scenario.  Also, demonstrate how a student could choose to take this course pass/fail versus letter grading.  Demonstrate how this information is used in calculating the student bill and how the financial aid status of the student is updated. Show us a printed schedule.
	4.3.1, 4.3.6, 4.3.23, 4.3.25, 4.3.26, 4.3.27, 4.3.30, 4.3.37	Demonstrate how a student would register for the Biology 455 course listed in a previous scenario. Demonstrate how the student is prompted to register for the associated lab course.
	4.3.23, 4.3.25, 4.3.26, 4.3.27, 4.3.35, 4.3.57, 4.3.58, 4.3.74, 4.3.87, 4.3.89	Demonstrate how a student would drop a course in which they had enrolled (via Web).  Show us how they would then review their schedule to insure that the drop had occurred.  Demonstrate the adjustment to the student's bill and how the Financial Aid Office is notified of the student's status change.			A student receiving financial assistance has 12 creidits, he chooses to drop one course and now has 9 credits.  Show how the student will be alerted that he is at risk for losing his financial aid.  Show how the department/advisor will alerted of this.
	4.3.38, 4.3.2	Demonstrate how rules for registration are set-up and enforced.  Example:  Demonstrate how the senior nursing students can be give a time for registration.  Another example would be a non-degree student may not register for more than 12 credits (cumulatively) no matter how many terms until they have changed their status from non-degree.
	4.3.36, 4.3.37	Demonstrate how 10 seats in Biology 455 can be reserved for the senior nursing students
	4.3.7	Assuming a student registered in a variable credit course for two credits, after completing it is determined the student did enough work for four credits.  In addition, we need to amplify the title to better describe the area of study.  Demonstrate how this would be modified and appear on the student's academic record.
		Using the previous scenario, show us how "workflow" might assist in the process of petitioning for the change of credit.
	4.3.35	Demonstrate how a student would completely cancel their enrollment via self-service.
	4.3.35	In the previous scenario, one of the student's classes has already been completed.  Demonstrate how all of the classes, except the one completed, would be cancelled, and the student notified of his/her inability to drop from that course.  Also,  financial aid needs to be notified, and the billing appropriately adjusted, based on established refund rules.  Show how all of that would happen.
	4.3.8, 4.3.12	Demonstrate the ability for staff to register students and the ability to override pre-defined variables such as class size or major restrictions.
	4.3.55	Demonstrate how if a section is closed, a student can look for other open sections or related courses.
	4.3.54, 4.3.59, 4.3.62-73	Demonstrate how a student is notified of time conflicts, closed sections, section restrictions, if term specific registration deadlines are exceeded (drop/add dates), holds, pre-requisites, co-requisites, or other registration restrictions.
	4.3.13, 4.3.14, 4.3.15, 4.3.16, 4.3.17, 4.3.18,	Demonstrate the various ways to print, web or hard copy, a student class schedule.  Demonstrate how you develop and implement the parameters the system will use to generate these printed schedules.   Demonstrate the flexibility in setting the information to be printed on the schedule.
	4.3.40	Demonstrate how real-time enrollment counts are kept by section.			1. Demonstrate how students can sign up on a waiting list for full course section.  2. Demonstrate how an instructor can set priorities for a waiting list (GPA, Academic Standing, Required for Major).  3. Demonstrate how the waiting list prioitization is enforced.  4. Demonstrate how students will be notified if they move from the waiting list to enrollment.  5. Demonstrate how a student could be included on waiting lists for multiple sections.  Show how the student could indicate a preference for one particular section (or course if multiple courses will meet a single requirement) and how certain preferences could be given priority.  6. Demonstrate how individuals on a waiting list could be allerted to new sections or other changes relevant to the course.
	4.3.41	Demonstrate how the senior physical therapy students can be block registered into all of their Physical Therapy courses for a specific term or year.
	4.3.42, 4.3.43, 4.3.86	Assume a section of a course has been cancelled.  Demonstrate how the students would be dropped (if available, demonstrate how students dropped for lack of fee payment are processed).  Demonstrate how the student would be notified.
	4.3.46, 4.3.45, 4.3.47, 4.3.48, 4.3.49, 4.3.50, 4.3.51, 4.3.52	Demonstrate how a student's enrollment status changes, as courses are added/dropped.  Demonstrate also how a complete academic history is maintained of all drops/adds.
	4.3.75-78	Demonstrate how a student registers in a variable credit course.
	4.3.81	Demonstrate how a student would register in courses on multiple campuses.
	4.3.89	Demonstrate ability to accept and record application fee prior to application.
	4.3.98	Demonstrate all features of the grade book.
	4.3.91-98	Demonstrate the Instructors ability to view their class roster (on-line or printed), view their advisee's schedules, view their advisees, remove students from courses, keep grades, and award grades.  In this scenario, show us how security is defined, limiting the instructor to viewing only student information they have a "ligitimate educational right to know".			1. Demonstrate how an advisor could post a schedule for advising week and how students could interactively sign up for time slots on that schedule.
	1.7.1, 1.7.6, 1.7.18, 1.7.21, 1.7.22, 1.7.23, 1.7.24, 1.7.26, 1.7.28, 1.7.31	Within the degree audit process, show us how a student's academic information (their completed coursework, coursework in which they are currently registered, their transfer courses, and any waivers or substitutions that have been approved) is applied to the student's audit.			1. Demonstrate how faculty can conduct graduation audits for advisees.  2. Demonstrate how a log of advisor/advisee interactions is maintained including a record of advisor notes. 3. Demonstrate how faculty, staff, or students can set a trigger to conduct an automatic degree audit.
	1.7.27	Demonstrate how transfer course equivalency tables are established and maintained.
	1.7.2, 1.7.3, 1.7.4	Demonstrate how degree audit requirements are entered. Show how these requirements can be defined as College, Department, Major or Minor requirements.  Demonstrate how General Requirements are entered and made part of each of the requirements.  Demonstrate the order specific sequence  (you must take Biology 100 before you can take Biology 156) and show how total credits for graduations are entered.
	1.7.5	Demonstrate how the system would track a student's degree audit in the case of multiple majors.
	1.7.8, 1.7.9, 1.7.10	Demonstrate how a student would, via Web, complete a degree audit review.  Demonstrate the results the student receives upon the review assuming the student is pursuing one or two majors.  Show what the advisor would see.
	1.7.11, 1.7.12, 1.7.13, 1.7.14, 1.7.15, 1.7.17	Demonstrate how a student would, via Web, use 'what if' scenarios to shop for different majors offered either by the current campus or another campus within the System.  Demonstrate how once a new major is found the information becomes part of the academic program.
	1.7.16, 1.7.17	Demonstrate how a student with courses at multiple campuses within the system can conduct a degree audit using all their coursework.
	1.7.7, 1.7.19	Demonstrate how students are assigned to a catalog or can be assigned to multiple catalogs.  Demonstrate how the catalog assignment can be modified.
	1.7.30	Demonstrate how transfer credit is entered into the system and equated to the equivalencies and used in the degree audit system.
	1.8	Demonstrate how the IPEDS fall enrollment report would be completed.
	1.8	Demonstrate how we would report on weekly admissions by applied and admitted.
	1.8	Demonstrate an example of how ad-hoc reports would be designed/programmed/run, and show the generated resulting ad-hoc report.
	2.1.1	Demonstrate how the system would maintain multiple name changes for an individual.  Demonstrate how a student's name would be changed.
	2.1.3	Demonstrate how the system would maintain multiple types of address and multiple addresses per type.
	2.1.2	Demonstrate how the system would update all demographic data across the system as changes are made.
	2.1.4	Demonstrate how the system is used to assign students an ID.
	2.2.1, 2.2.2	Demonstrate how to enter an academic standing policy using system defined rules.  Demonstrate how this is applied to students and how a student's academic status can be viewed.
	2.2.7	Demonstrate adding transfer credit from eleven different institutions.
	2.2.4	Demonstrate how a student with academic stipulations is removed from the status upon successful completion of the stipulation (student needs to complete 12 credits with a minimum of 2.0 gpa for the term to be released.
	2.2.9, 2.2.10, 2.2.11	Demonstrate how academic history is maintained, displayed, and modified.
	2.2.13	Demonstrate setting up the criteria for Dean's list and generate report.  Put the notation on the transcript.
	2.2.14	Demonstrate the establishment of grading rules.
	2.2.15	Demonstrate the types of information that can be displayed as part of the academic record.
	2.2.17	Demonstrate the student's ability to view their academic record via Web.
	2.3.1, 2.3.3, 2.3.4	Demonstrate the ability to associate a course with multiple grading options (SU, Letter Grade (+ or -), Audit).
	2.3.2	Demonstrate the ability to allow fractional credits.
	2.3.7	Demonstrate the ability to notify instructors when grades can be posted using workflow.
	2.3.11	Demonstrate how Instructor grades can be changed.
	2.3.12	Demonstrate how rules for handling incomplete grades can be established.
	2.4.1-5	Demonstrate a student transcript that displays the academic standing, academic history, free form text, transfer credit and courses where the grade is not printed on the transcript (such as audit).
	2.5.1, 2.5.3	Demonstrate how the system enables students to enter or update pertinent non-academic information such as clubs, or organizations and how that information is maintained or displayed.
	2.5.2	Demonstrate how the system enables clubs and organizations to update membership information of student's non-academic affiliations.
	2.6.1, 2.6.2, 2.6.3, 2.6.4, 2.6.5, 2.6.6	Demonstrate how incoming and outgoing communication including telephone and in-officer visits with students are recorded.
	2.6.7, 2.6.8, 2.6.9, 2.6.12, 2.6.13, 2.6.15	Demonstrate how communication with students can be established based upon pre-defined criteria.  For instance, demonstrate how a student put on academic probation can have a probation letter generated.
	2.6.15, 2.6.16	Demonstrate how a report of students who are entering their college senior year can be created and merged to a letter inviting them to a mock interview training session.
	2.7.1	Demonstrate the following aspects of the graduation system:    Tracking Participants - Reserving Garb - Preparation of the Program - Ordering Invitations - Preparing communication with diploma vendor.
	5.2.1, 5.2.2, 5.2.4, 5.2.5, 5.2.6, 5.2.7, 5.2.8, 5.2.9, 5.2.10, 5.2.11, 5.2.12, 5.2.13, 5.2.15, 5.2.16, 5.2.17, 5.2.18, 5.2.19, 5.2.20, 5.2.21, 5.2.22, 5.2.23, 5.2.24, 5.2.25, 5.2.26, 5.2.27, 5.2.30, 5.2.33, 5.2.38, 5.3.38, 5.7.1, 5.7.2, 5.7.3, 5.7.4, 5.7.5, 5.7.6, 5.7.7, 5.7.8, 5.9.23, 5.9.24	Demonstrate how the school receives the initial FAFSA application and how it is processed.  Secondly, demonstrate how the school imports/receives, processes, manipulates, and exports correction files, FAT batch requests, NSLDS information, and Fisap data.  Thirdly, demonstrate how the school receives and processes electronic statements of accounts and multiple reporting records, as well as any other correspondence from outside agencies (PGTX message classes).  Demonstrate how and when this happens. Also, demonstrate how the system allows for parental information to be displayed for an independent student. Show how the system will display verification results and transmit modified information to the DOE if necessary.  Demonstrate how the system will flag a record for re-processing.  Demonstrate how to bring in multiple records (ISIR) in a file and load only those records that are not packaged or other user defined criteria.  Demonstrate RFMS process from origination through disbursement.
	5.2.3	Demonstrate how a school would handle setting up, processing, retaining and verifying that a student met the criteria defined to receive a scholarship that was designated for descendents of W.W.II veterans.
	5.2.14, 5.2.34, 5.4.92	Demonstrate how the EFC for an undergraduate student in the fall term changes and is stored when the student becomes a graduate student in the spring term without reprocessing their ISIR.  Also, show the ability to mark the primary number associated with the correct ISIR or program of study.  Demonstrate how the system will track this student when he attends summer school and/or conferences that are not standard terms.
	5.2.28, 5.4.90	Demonstrate how ISIR changes are handled when ISIR layouts change from year to year and how regulatory changes from the DOE are handled from year to year
	5.2.31, 5.9.1, 5.9.2, 5.9.3, 5.9.4, 5.9.5, 5.9.6, 5.9.7, 5.9.8, 5.9.9, 5.9.10, 5.9.11, 5.9.12, 5.9.14, 5.9.15, 5.9.16, 5.9.17, 5.9.18, 5.9.19, 5.9.20, 5.9.21, 5.9.22, 5.12.1, 5.12.3	Demonstrate how the system will automatically/or manually (on a student by student basis or any user-defined rule) produce communication to a student to either elicit required information or disperse any pertinent information.  Required information will be defined by the user such as birth certificate, marriage certificate, INS data, DD214 info, verification worksheet, taxes, W-2's.  Demonstrate this communication via e-mail, by one student or multiples.  Demonstrate this communication via e-mail, by one student or multiples.
	5.2.32, 5.4.89, 5.11.4, 5.14.23, 5.14.24	Demonstrate how the system tracks award history information (that is not provided on NSLDS), tracks history of awards from year to year - (A) show how a Nursing student who is receiving a nursing and Perkins loan and has transferred in Perkins awards from another school.  (B) show how a graduate student who has received Perkins, Stafford, and an alternative loan for six consecutive years, (C) show how to set up a scholarship, a Stafford loan, and a Pell grant for FY99 and move the information forward into FY2000 without having to re-key information.  Also, demonstrate the ability to roll funds over from year to year.
	5.4.10, 5.4.11, 5.4.12, 5.4.13, 5.4.14, 5.4.15, 5.4.16, 5.4.17	Demonstrate the ability to display or not the budget/need analysis on the financial aid notification letter.
	5.2.35, 5.2.37, 5.9.13, 5.12.1, 5.12.2, 5.12.3, 5.4.91, 5.4.93, 5.10.39, 5.10.57, 5.5.15, 5.14.1, 5.14.2, 5.14.3, 5.14.4, 5.14.5, 5.14.6, 5.14.7, 5.14.8, 5.14.9, 5.14.10, 5.14.11, 5.14.12, 5.14.13, 5.14.14, 5.14.15, 5.14.16, 5.14.17, 5.14.18, 5.14.19, 5.14.20	Demonstrate how the system automatically populates a students record with any information in the database to be used for querying processes, to place stop holds on a record, mark the student's record as eligible or ineligible for awarding, and other user-defined rules such as verification, SAP, and Entrance/Exit Loan Counseling. This also can be a means to apply for aid not requiring a FAFSA such as alternative loans or scholarships.
	5.3.1, 5.3.9, 5.3.10, 5.3.11, 5.3.12, 5.3.13, 5.3.14, 5.3.15, 5.3.16, 5.3.17, 5.3.18, 5.3.19, 5.3.20, 5.3.21,5.3.22, 5.3.28, 5.3.29, 5.3.30, 5.3.31, 5.3.32, 5.3.33, 5.3.34, 5.3.35, 5.3.39, 5.3.40, 5.3.41, 5.3.42, 5.3.43, 5.3.44, 5.3.45, 5.4.39, 5.4.45, 5.4.46, 5.4.47, 5.4.48, 5.4.60, 5.4.61, 5.4.62, 5.4.65, 5.4.72, 5.4.73, 5.4.74, 5.4.75, 5.4.76, 5.4.77, 5.4.78, 5.4.79, 5.4.80, 5.4.81	Demonstrate how the system allows a school to define/setup/modify (re-budget)/simulate various budgets/award packages online or in batch at user-defined intervals by AY or Term with categories (tuition/fees, books and supplies, room and board, and misc. expenses) including the following scenarios: (A) Sophomores who are from ND living with their parents (B) A freshman from MN living with parents  (C)Juniors who are physical therapy students  (D)Graduate students from MN  (E) Aviation students that fall under WICHE or WUE categories (F) Demonstrate how the system alerts the FAA and/or students of changes  (G) Demonstrate how the FAA may change the split of awards by batch or student in an existing package (H) Demonstrate how the FAA may manually award one student  (I) Demonstrate how to award Pell individually or in batch.
	5.3.8	Demonstrate how the system can transmit a fulltime COA to the DOE for Pell Grant Reporting purposes and use a 3/4 time budget for awarding.  Demonstrate a less than 1/2 time Pell budget and award.  Demonstrate a mixed enrollment, i. e., full time fall and 1/2 time spring.
	5.3.23, 5.3.24, 5.3.25, 5.3.26, 5.3.27, 5.4.40, 5.4.41, 5.4.42, 5.4.43, 5.4.44, 5.14.28, 5.14.29, 5.14.30, 5.14.31, 5.14.32, 5.14.33, 5.14.34, 5.14.35, 5.14.36, 5.14.37, 5.14.38, 5.14.39, 5.14.40, 5.14.41, 5.14.42, 5.14.43, 5.14.44, 5.14.45, 5.14.46, 5.14.47, 5.14.48, 5.14.49, 5.14.50, 5.14.51, 5.14.53, 5.14.54,	Demonstrate how the system handles unique enrollment situations such as:  (A) Co-op student enrolled for 1 credit, but eligible for FT aid  (B) graduate student enrolled in 3 research credits eligible for FT aid  (C) A student taking an audit course  (D) student studying abroad using all the bullets listed in the requirements.
	5.7.1, 5.7.2, 5.7.3, 5.7.4, 5.7.5, 5.7.6, 5.7.7, 5.7.8, 5.7.9, 5.7.10, 5.7.11, 5.4.49, 5.4.50, 5.4.51, 5.4.52, 5.4.53, 5.4.54, 5.4.55, 5.4.56, 5.4.57, 5.4.58, 5.4.82, 5.4.83	Demonstrate how the system allows the school to award, match, control, and track scholarships and other types of aid.  Also, demonstrate how online notes can be added and tracked.  Demonstrate the ability to group endowed restricted funds together.
	5.4.1, 5.4.2, 5.4.3, 5.4.4, 5.4.5, 5.4.6, 5.4.7, 5.4.8, 5.4.9, 5.4.10, 5.4.11, 5.4.12, 5.4.13, 5.4.14, 5.4.15, 5.4.16, 5.4.17, 5.4.26, 5.4.59, 5.4.94	Demonstrate how the system provides early and multiple awarding packages based on various programs of study.  Also demonstrate the edit capabilities and notification of changes by individual student or batch to the student's package:  (A) Demonstrate the ability to run students through the above requirements  (B) Demonstrate the ability to display or not display anticipated awards (C) Demonstrate the ability to override codes.
	5.4.24, 5.4.25, 5.4.70	Demonstrate how the system provides the ability to handle veteran's benefits, include Chapter 30 - (A) student self reports on FAFSA 100 months at $450/month of veterans benefits, but should only receive 9 months at $375/month as per certifying officer (B) Student reports 9 months at $375/month on FAFSA, but is actually receiving Chapter 30 benefits.  How does the system handle this?			(note, in line 3 should it be 10 months rather than100?)
	5.4.27, 5.4.28, 5.4.29, 5.4.30, 5.4.31, 5.4.32, 5.4.33, 5.4.34, 5.4.35, 5.4.36, 5.4.37, 5.11.27, 5.11.28, 5.11.29, 5.11.30, 5.11.31, 5.11.32, 5.11.33, 5.11.34, 5.11.35	Demonstrate how the system provides the ability to track and view fund summary information by program, by fund, and by level:  (A) Demonstrate the ability to show the above (B) Demonstrate the ability to view program, number of recipients, total cash, total anticipated disbursement, total requested amount (C) Demonstrate the ability to review program and fund information including award type, award period, total accepted, rejected/pending, total awards offered, total awards disbursed, total awards on hold, number of recipients, and split.
	5.4.38, 5.11.2	Demonstrate how the system tracks and differentiates receipts of internal and external sources such as scholarships (A) A student receives $1000 from his hometown PTA, show how to enter the award on the system, receipt the check in, and count the scholarship in the awarding process, (B) the same student receives a presidential waiver from UND and a $3000 scholarship for book fees.  Show how to enter the award on the system, receipt the check in, and count the scholarship in the awarding process.
	5.4.63, 5.4.64, 5.4.71, 5.4.84, 5.4.85, 5.4.86, 5.4.87	Demonstrate how the system allows the school to award and track equity based on a user-defined percentage while using min/max or set amounts.
	5.4.66, 5.4.67, 5.4.68, 5.4.69	Demonstrate how the system handles state grant (A) a student from SD is awarded a state grant and is not eligible for this.  How does the system handle this award. (B) a student from ND with a SD address receives a state grant.  Show how the system processes this award. (C) a student receives a state grant for the ninth term and there is a max of 8 terms allowed for state grant.  How does the system handle this situation?
	5.10.33, 5.10.35, 5.10.36, 5.10.37, 5.10.38	Demonstrate how the system provides the ability to create, process, view and manipulate other loans such as Perkins, Nursing, Alaska Loans, SELF, HEAL and other various loans (A) demonstrate how to award, check for entrance and exit loan counseling, send Promissory note, check enrollment status and disburse a Perkins and a Nursing loan. (B) Demonstrate how to award, edit check, and disburse a PLUS loan.
	5.10.1, 5.10.2, 5.10.3, 5.10.4, 5.10, 5, 5.10.6, 5.10.7, 5.10.8, 5.10.9, 5.10.10, 5.10.11, 5.10.12, 5.10.12, 5.10.13, 5.10.14, 5.10.15, 5.10.16, 5.10.17, 5.10.18, 5.10.19, 5.1020, 5.1021, 5.10.22, 5.10.23, 5.10.24, 5.10.25, 5.10.26, 5.10.27, 5.10.28, 5.10.29, 5.10.30, 5.10.31, 5.10.32, 5.10.40, 5.10.41, 5.10.42, 5.10.43, 5.10.44, 5.10.45, 5.10.46, 5.10.47, 5.10.48, 5.10.49, 5.10.50, 5.10.52, 5.10.54, 5.10.55	Demonstrate how the system provides the ability to create, process, view, and manipulate any loan via Commonline and other method: (A) Demonstrate how a loan is created, processed and checks edits via commonline for Stafford, unsubsidized Stafford, and Plus loans (B) Demonstrate the ability to view and update the following:  reference and cosigner requirements, disbursement process, loan documents and fees, loan edits and messages (C) Demonstrate the ability to correct errors on loan applications and guaranteed loans. (D) Demonstrate the ability to update, view and/or change and print loan data including the following:  loan destination - FFELP servicer, processing level- guarantee and print application, servicer-US lender services, lender-First Bank, Guarantor, manual origination indicator, lender of last resort, EFT authorization, requires deferment, capitalized interest.
	5.5.1, 5.5.2, 5.5.54	Demonstrate how the system follows all federally mandated disbursement rules and automatically notifies students via online or batch of changes in disbursement and the opportunity to cancel and/or reduce loans  (A) Demonstrate how to set up the system based on your default rate exemption as to whether or not you have a 30 day delay (first year first time borrower) and need to disburse 1 or 2 times during the semester (B) Show how the system notifies the first time borrower of the 30 day delay or gives the student an opportunity to reduce or cancel their loan. (C) Show how to disburse an individual student and a group of students
	5.5.4, 5.5.28, 5.5.29, 5.5.30, 5.5.31, 5.5.32, 5.5.33, 5.5.34. 5.5.35. 5.5.36, 5.5.37, 5.5.38, 5.5.39, 5.5.40, 5.5.41, 5.5.42, 5.5.43, 5.5.44, 5.5.45, 5.5.46, 5.5.47, 5.5.48, 5.5.49, 5.5.13	Demonstrate how the system allows the school to manipulate awards before and after disbursement (A) Demonstrate how the system increases or decreases a loan or Pell grant after the initial disbursement has been made  (B) Demonstrate how the system edits for the following: term, disbursement date, loan request date, percent of disbursement per period, actual enrollment status, review complete, package complete, verification complete, official Federal EFC, budget/award match, NSLDS loan year match, award/college match, honor disbursement hold, must meet SAP, hold disbursement-federal overaward, hold disbursement-institutional overaward, hold if withdrawn, match fees, authorize to fee assessment, tolerance amount, FFELP tolerance amount, track student authorization to pay prior term charges.
	5.5.5, 5.5.6, 5.5.11, 5.5.17, 5.5.18, 5.5.19, 5.5.20, 5.5.21, 5.5.22, 5.5.23, 5.5.24, 5.5.25, 5.5.26, 5.5.27, 5.5.50, 5.5.51, 5.5.52	Demonstrate how the system allows the school to disburse or hold funds by user-defined criteria/edits and/or federally mandated order and the ability to determine times to disburse. (A) Demonstrate the process on how to prioritize the disbursement of funds (B) Demonstrate the ability to select a date to disburse a specified fund (C) Demonstrate the ability to hold a disbursement when edit criteria is not met (D)  Demonstrate the ability to disburse all Law students via batch (E) Demonstrate the ability to edit for student award acceptance (F) Demonstrate the ability to disburse all students living with parents (via online) (G) Demonstrate the ability to allow a scholarship to pass when a Stafford is held due to verification (H) Demonstrate the ability to allow the funds to pass only if the student is enrolled.
	5.5.7,  5.5.9, 5.5.10, 5.5.12, 5.5.13	Demonstrate how the system receipts Commonline, imports into the general ledger, credits accounts receivable and tracks signatures to authorize paying off AR balance. (A) Demonstrate how the system imports Commonline files (B) Demonstrate how the Commonline file updates the general ledger and receipts the funds in (C) Demonstrate how the imported disbursement file credits towards the student's account (D) Demonstrate how to select an order in which charges are to be paid (E) Demonstrate the ability how charges may or may not be paid (F) Demonstrate how the student's accounts receivable balance is updated when the student's funds are disbursed.
	5.8.1, 5.8.2, 5.8.3, 5.8.4, 5.8.5, 5.8.6, 5.8.7	Demonstrate how the system processes and tracks return of funds. (A) Demonstrate the ability to show if a student withdraws from school the following:  how does the return get calculated, how does the system get updated, how does the lender get notified and how does the money get returned.
	5.11.1	Demonstrate how the system tracks funds used for 1098-T processing.
	5.11.5	Demonstrate how the system provides the ability to combine funds and assign aggregate limits based on user-defined criteria.  Demonstrate how the system devises an aggregate limit for the following students: dependent,  independent, graduate, medical, dependent with Plus loan denied, a graduate student who goes back to school for an undergraduate degree.  Combining sub and un-sub for annual/aggregate limits based on scenario descriptions.
	5.11.6, 5.11.7, 5.11.8, 5.11.9, 5.11.10, 5.11.12, 5.11.13, 5.11.14, 5.11.15, 5.11.16, 5.11.17, 5.11.18, 5.11.19, 5.11.20, 5.11.21, 5.11.22, 5.11.23, 5.11.24, 5.11.25, 5.11.26	Demonstrate how the system provides the ability to define edit criteria and attach additional fees either by individual or batch.  (A) Demonstrate the ability to define edit criteria for the following: Stafford Subsidized loans, Stafford Unsubsidized loan, Perkins loan, SEOG, Nursing loan, Work Study, PLUS, LEAP, Pell grant, (i. e., Freshmen get a minimum of $500 SEOG and a maximum of $1000).  (B) Demonstrate the ability to attach fees for loans (C)  Demonstrate how the system validates for eligibility rules, fiscal limits, aggregate limits, min/max limits (multiple limits), federal eligibility, FA types, chart of accounts information.
	5.14.21	Demonstrate how the system provides the ability to report enrollment verification to NSLCH.
	5.14.22	Demonstrate how the system provides the ability to track FERPA  releases between departments and between institutions of distance education students.
	5.1.12	Demonstrate how a staff member would obtain a student's current award information and cumulative loan totals.
	5.14.8	Demonstrate how the school would, at the end of the term, identify, notify, and put a stop on existing students who have not successfully completed 2/3 of the cumulative credits they have attempted.
					1. Department is notified when a course is filled. 2. Department is notified when minimum enrollment is not met by a certain date. 3. Demonstrate how students are notified when a course is cancelled.
					Students can not register for more than one section of a particular course.
					A single course has multiple course number associated with it.  Demonstrate how all course numbers will be associated with this course to ensure enrollment does not exceed seating capacity of the room.
					The computer science department has a scholarship that is awarded to students that have a 3.8 or better GPA with Junior or Senior status and >=15 credits in CSci.  Demonstratehow the system will identify students who are eligible.
					A graduate student with an assistanceship receives a D in a core course.  This results in the loss of the assistanceship.  Demonstrate how the department chair will be alerted to this deficiency.
					Demonstrate how a student can apply to graduate using this system.
					1. A student is working under an extended semester contract.  Demonstrate how the system will conduct "what if" grade scenarios for the student so that she knows what grades will be necessary in order for her to fulfill the contract.  2. Demonstrate how the student progress committee can access this information.
					1. Demonstrate how a student progress committee can be granted access to review the academic records of students who have filed an appeal.  2. Demonstrate how an appeal can be distributed and acted on using the system.  3. Demonstrate how the system will keep a record of an appeal and the action taken.  How will this information be accessed by the student prgress committee?
					1. I am in year two of a three-year grant.  Am I within my budget in all categories?  2. I am in year two of a three-year grant.  I need to document that the committed local matching funds were provided.
					Demonstrate how Effort Sheets can be completed and authenticed on line.
					Many times, I need to do reports of expenditures by project.  This sounds simple, but many of our grant funds are set up with specific project numbers related to the year the grant is awarded, i.e. 5202.  This project may relate to our agronomy project, 6426, or to livestock, 6427, or to irrigation, 6422.  When I want a report on the expenditures in our agronomy program, I can't just get a report on project 6426; I would be missing extensive data.  If I also included a report for 5202, I would get data related to livestock and irrigation, as well as reports of expenditures from many different departments on those same project numbers.
					1. It would be very helpful for each PI to have complete up-to-date on-line access to all of their grant budgets at all times.  This includes the original budget, budget revisions, amounts remaining in each budget category, status of payments made to the University by the granting agency, and status of the University's billing of the granting agency.  2. Demonstrate how a single report summarizing all grant activity for a faculty member can be created.